Emotional Intelligence and Social Competencies Profiles
Relationship with Academic Performance
DOI:
https://doi.org/10.24310/espsiescpsi.v16i1.14749Keywords:
emotional intelligence, social competencies, academic performance, primary education, latent profile analysisAbstract
Most of the studies that analyze the relationship between emotional intelligence (EI), social competencies (SC) and academic performance use a variable-centered approach, but recently the person-centered approach—which enables a richer and more holistic understanding of the individual— is gaining popularity. In this study, this person-centered approach was used with the goal of identifying and describing the EI and SC profiles of primary students and their characteristics, as well as of exploring their relationship with academic performance. The participants were 251 primary school students from Madeira, Portugal. Both EI and SC were evaluated through the Emotional Comprehension Test, the Emotional Quotient Inventory, the Social Intelligence Cognitive Test, and the Social Skills Assessment Test. A latent profile analysis identified six profiles with different skills and levels of self-perception competence of EI and SC. The profiles characterized by a minimum of emotional and social skills and a high self-perception of their competencies presented a better academic performance in Portuguese. These results underscore the importance of considering how both the students’ skills and their self-evaluation of competencies are combined.
Downloads
Metrics
References
Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18(supl.), 13-25. https://www.psicothema.com/pdf/3271.pdf
Candeias, A. (2007). PCIS – Prova Cognitiva de Inteligência Social. CEGOC-TEA, Lda.
Candeias, A. (2008). Prova de Avaliação de Competência Social PACS. Manual Experimental. CEGOC- TEA, Lda.
Candeias, A., & Rebocho, M, (2007). Questionário de Inteligência Emocional de Bar-On (Instrumento não publicado de avaliação psicológica).
Casino-García, A. M., Llopis-Bueno, M. J., & Llinares-Insa, L. I. (2021). Emotional intelligence profiles and self-esteem/self-concept: An analysis of relationships in gifted students. International Journal of Environmental Research and Public Health, 18(3), 1006. https://doi.org/10.3390/ijerph18031006
Denham, S. A., Bassett, H. H., Mincic, M., Kalb, S., Way, E., Wyatt, T., & Segal, Y. (2012). Social-emotional learning profiles of preschoolers’ early school success: A person-centered approach. Learning and Individual Differences, 22(2), 178–189. https://doi.org/10.1016/j.lindif.2011.05.001.
Denham, S. A., Bassett, H. H., Zinsser, K., & Wyatt, T. M. (2014). How preschoolers’ social-emotional learning predicts their early school success: Developing theory-promoting, competency-based assessments. Infant and Child Development, 23(4), 426–454. https://doi.org/10.1002/icd.1840
Duckworth, A. L., & Yeager, D. S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4), 237–251. https://doi.org/10.3102/0013189X15584327
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Ferguson, S. L., G. Moore, E. W., & Hull, D. M. (2020). Finding latent groups in observed data: A primer on latent profile analysis in Mplus for applied researchers. International Journal of Behavioral Development, 44(5), 458–468. https://doi.org/10.1177/0165025419881721
Fernández-Berrocal, P., & Extremera, N. (2006). Emotional intelligence: a theoretical and empirical review of its first 15 years of history. Psicothema, 18 Suppl(746), 7–12. http://www.ncbi.nlm.nih.gov/pubmed/17295952
Fernández-Berrocal, P., Cabello, R., & Gutiérrez-Cobo, M. J. (2017). Avances en la investigación sobre competencias emocionales en educación. Revista Interuniversitária de Formación del Profesorado, 88(1), 15–26. https://dialnet.unirioja.es/servlet/articulo?codigo=5980739
Franco, M. da G., Roazzi, A., & Santos, N. N. (2020). O Teste de Compreensão Emocional (TEC): Estudos psicométricos numa população portuguesa. Psico-USF, 25(2), 247–260. https://doi.org/10.1590/1413-82712020250204
Franco, M. G., & Santos, N. N. (2015). Desenvolvimento da compreensão emocional. Psicologia: Teoria e Pesquisa, 31(3), 339–348. https://doi.org/10.1590/0102-37722015032099339348
Franco, M. G., Beja, M. J., Candeias, A., & Santos, N. (2017). Emotion understanding, social competence and school achievement in children from primary school in Portugal. Frontiers in Psychology, 8, 1376. https://doi.org/10.3389/fpsyg.2017.01376
García-Fernández, J. M., Inglés, C. J., Suriá, R., Lagos-San Martín, N., Gonzálvez-Maciá, C., Aparisi, D., & Martínez-Monteagudo, M. C. (2015). Profiles of emotional intelligence and learning strategies in a sample of Chilean students. European Journal of Psychology of Education, 30, 437–455. https://doi.org/10.1007/s10212-015-0254-9
Herndon, K. J., Bailey, C. S., Shewark, E. A., Denham, S. A., & Bassett, H. H. (2013). Preschoolers’ emotion expression and regulation: Relations with school adjustment. The Journal of Genetic Psychology, 174(5–6), 642–663. https://doi.org/10.1080/00221325.2012.759525
Housman, D. K., Cabral, H., Aniskovich, K., & Denham, S. A. (2022). The impact of begin to ECSEL on children’s self-regulation , executive functions and learning. Early Child Development and Care. https://doi.org/10.1080/03004430.2022.2071869
Inglés, C. J., Martínez-Monteagudo, M. C., Fuentes, M. C. P., García-Fernández, J. M., Molero, M., Suriá-Martinez, R., & Gázquez, J. J. (2017). Emotional intelligence profiles and learning strategies in secondary school students. Educational Psychology, 37(2), 237–248. https://doi.org/10.1080/01443410.2016.1156057
MacCann, C., Jiang, Y., Brown, L. E. R., Double, K. S., Bucich, M., & Minbashian, A. (2020). Emotional intelligence predicts academic performance: A meta-analysis. Psychological Bulletin, 146(2), 150–186. http://dx.doi.org/10.1037/bul0000219
Martínez-Monteagudo, M. C., Inglés, C. J., Suriá, R., Lagos, N., Delgado, B., & García-Fernández, J. M. (2021). Emotional intelligence profiles and self-concept in Chilean adolescents. Current Psychology, 40(8), 3860–3867. https://doi.org/10.1007/s12144-019-00350-6
Mayer, J. D., Salovey, P., & Caruso, D. (2000). Models of emotional intelligence. In R. J. Sternberg (Ed.), Handbook of Intelligence (pp. 396–420). Cambridge University Press. http://dx.doi.org/10.1017/cbo9780511807947.019
McKown, C., Russo-Ponsaran, N. M., Allen, A., Johnson, J. K., & Warren-Khot, H. K. (2016). Social-emotional factors and academic outcomes among elementary-aged children. Infant and Child Development, 25(2), 119–136. https://doi.org/10.1002/icd.1926
O’Connor, P. J., Hill, A., Kaya, M., & Martin, B. (2019). The measurement of emotional intelligence: A critical review of the literature and recommendations for researchers and practitioners. Frontiers in Psychology, 10, 1116. https://doi.org/10.3389/fpsyg.2019.01116
Perera, H. N., & DiGiacomo, M. (2013). The relationship of trait emotional intelligence with academic performance: A meta-analytic review. Learning and Individual Differences, 28, 20–33. https://doi.org/10.1016/j.lindif.2013.08.002
Pons, F., Harris, P. L., & De Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1(2), 127–152. https://doi.org/10.1080/17405620344000022
Puertas-Molero, P., Zurita-Ortega, F., Chacón-Cuberos, R., & Castro-Sánchez, M. (2020). La inteligencia emocional en el ámbito educativo: Un meta-análisis. Anales de Psicología, 36, 84–91. https://doi.org/10.6018/analesps.345901
Quílez-Robres, A., Moyano, N., & Cortés-Pascula, A. (2021). Motivational, emotional and social factors explain academic achievement in children aged 6-12 years: A meta-analysis. Education Sciences, 11, 513. https://doi.org/10.3390/educsci11090513
Rooy, D. Van, & Viswesvaran, C. (2004). Emotional intelligence: A meta-analytic investigation of predictive validity and nomological net. Journal of Vocational Behavior, 65(1), 71–95. https://doi.org/10.1016/S0001-8791(03)00076-9
Sanchez-Ruiz, M. J., Pérez-González, J. C., & Petrides, K. V. (2010). Trait emotional intelligence profiles of students from different university faculties. Australian Journal of Psychology, 62(1), 51–57. https://doi.org/10.1080/00049530903312907
Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. Future of Children, 27(1), 137–155. https://doi.org/10.1353/foc.2017.0007
Simões, M. (2000). Investigações no âmbito da aferição nacional do teste das matrizes progressivas coloridas de Raven (MPCR). Fundação Calouste Gulbenkian.
Somaa, F., Asghar, A., & Hamid, P. F. (2021). Academic performance and emotional intelligence with age and gender as moderators: A meta-analysis. Developmental Neuropsychology, 46(8), 537–554. https://doi.org/10.1080/87565641.2021.1999455
Veiga, F. H. (2006). Uma nova versão da escala de autoconceito Piers-Harris Children’s Self- Concept Scale (PHCSCS-2). Psicologia e Educação, V(1), 39–48. https://repositorio.ul.pt/handle/10451/4672
Weis, S. & Süß, H. M. (2005). Social intelligence – A review and critical discussion of measurement concepts. In R. Schulze & R. D. Roberts (Ed.), Emotional intelligence. An international handbook (pp. 203–230). Hogrefe.
Downloads
Published
How to Cite
Issue
Section
License
All contents published in Escritos de Psicología are protected under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license. All about this license is available in the following link: <http://creativecommons.org/licenses/by-nc-sa/4.0>
Users can copy, use, redistribute, share and exhibit publicly as long as:
- The original source and authorship of the material are cited (Journal, Publisher and URL of the work).
- It is not used for comercial purposes.
- The existence of the license and its especifications are mentioned.
There are two sets of authors’ rights: moral and property rights. Moral rights are perpetual prerogatives, unrenounceable, not-transferable, unalienable, imprescriptible and inembargable. According to authors’ rights legislation, Escritos de Psicología recognizes and respects authors moral rights, as well as the ownership of property rights. The property rights are referred to the benefits that are gained by the use or the dissemination of works. Escritos de Psicología is published in an open access form and it is exclusively licenced by any means for doing or authorising distribution, dissemination, reproduction, , adaptation, translation or arrangement of works.
Authors are responsable for obtaining the necessary permission to use copyrighted images.
10.png)
ESCRITOS DE PSICOLOGÍA por 